Early Childhood Teacher (PreK-2)

  • Grade Levels: preK-2
  • Credits for Licensure: 42-45 (4 terms)
  • Credits: 37 (3 terms)
  • Degree:
    Master of Education
  • Program Approved:
    MA Dept. of Elementary and Secondary Education

Program Description

The Early Childhood PreK-2 program is for students who plan to teach in public or private schools. They are prepared with the appropriate skills and knowledge that will assist them in pursuing their initial license in Early Childhood PreK-2 With and Without Disabilities. Program completers are career ready, technologically savvy, exhibit inter-cultural competence and are equipped to advance social justice.

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

Graduates demonstrate the disposition, knowledge and skills expected of professional educators articulated by state and national accreditation bodies. They understand the principles of early childhood education, including developmentally appropriate lessons and activities for educators working with children in preK-grade 2 settings and utilize inclusive practices appropriate for children with learning disabilities and for diverse students (including but not limited to English language learners) to enhance the abilities of their children. They utilize inclusive practices to create a safe and collaborative learning environment that fosters positive socioemotional development; set high expectations for all students; implement well-structured lessons, with measurable assessments of learning; and engage in ongoing reflection on practice. They personalize their learning through an Independent Learning Project that enhances their preparedness as a professional educator.

Careers

Graduates who have completed the licensure option are eligible for initial licensure and are qualified for employment in public or private preschool/kindergarten as well as in the early childhood arena.

For more information, please contact Admissions at 1-800-829-4723.

Curriculum

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.


Professional Seminar and Project
9
Credits
Professional Seminar I: Early Childhood
ECE 691 2 credit(s)
In this first professional seminar students consider teaching as a field of professional study governed by ethical and professional standards. The pedagogical skills to be demonstrated by all teacher candidates seeking license to teach in our public schools, and the knowledge and skills specific to the field and level of licensure are introduced. Issues encountered in schools (poverty, immigration, homelessness) and their impact on student learning and development are examined. The "Understanding by Design" framework for lesson design, essential questions, and performances of understanding are introduced. Students examine cooperative learning to promote socio-emotional learning and create a community of learners within the classroom. An "Understanding by Design" lesson plan is required. Students identify a topic and research question to frame the Independent Learning Project (ILP). A subscription to TaskStream is required.
Professional Seminar II: Early Childhood
ECE 692 2 credit(s)
In this second professional seminar students continue their study of the areas of instructional performance to be demonstrated by all teacher candidates seeking license to teach in our public schools and the knowledge and skills requirements specific to the field and level of licensure. Research-based instructional practices that correlate with student learning gains across the content areas are examined. Instructional practices specific to their chosen discipline of study are also examined. An in-class lesson implementation is required. Students gather data related to the Independent Learning Project (ILP). A subscription to TaskStream is required.
Professional Seminar III: Early Childhood
ECE 693 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader licensed in early childhood education. This seminar explores ways to create a standards-based, inclusive early childhood setting. The seminar explores multicultural education, inclusive teaching, assessment strategies, management techniques and parent-community relationships. There is a continuation of planning teaching strategies for language arts, math, and science and classroom management. The cohort continues to study the professional standards, subject matter knowledge for early childhood teachers, and the requirements for state licensure. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Independent Learning Project: Early Childhood
ECE 800 3 credit(s)
The Independent Learning Project is a culminating learning experience that helps educators integrate their personal and formal learning with their professional experiences into a meaningful whole. It reflects the general guidelines for early childhood educators and articulates the individual’s educational and administrative philosophy. The project is research- and action-based, on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and curriculum development in early childhood education.
Early Childhood Courses
28
Credits
Teaching Phonological and Phonemic Awareness and Phonics
ELE 500
This course is a prerequisite for ELE521. This course will emphasize the development of children’s phonemic awareness, phonological awareness and phonics skills and the learning environment that supports the development of such skills. It will also cover concepts of print, explicit/implicit instruction, analytic/synthetic methods, word analysis skills, the alphabetic principle, and language development.
Developmental Reading for Early Childhood Birth to Eight
ECE 612 3 credit(s)
An introduction to the child, from birth to age eight, as a learner with needs to explore and communicate, as well as to develop social-emotional competencies. Explanation of current themes/theories of child development is provided with special emphasis on understanding children’s developmental levels through childhood. Topics covered include: conception, heredity and prenatal development, infant development, the child in the family, toddlerhood and early childhood. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual Educational Plan is required. Observation in a childcare center or preschool setting is a requirement of this course.
Inclusion and Classroom Behavior Management
ESP 512 3 credit(s)
In this course students learn the basic components of an effective inclusionary program. They acquire knowledge of the etiology of learning problems and specific techniques to fully include special education students into the regular classroom. Course assignments connect theories to classroom practice. Emphasis is on learning behavior management skills that are effective with both regular and special education students. Pre-practicum hours of directed field-based training required.
Adapting Materials for Students w/Disabilities in Gen Ed Classrooms
ESP 592 1 credit(s)
In this course students adapt materials and modify curriculum to meet students' Individual Education Programs (IEP). Models of inclusion and teaching techniques for students with disabilities in general education classrooms are explored. Students examine academic interventions in mathematics, reading and writing and develop strategies to increase participation of their students in inclusive classrooms by acquiring teaching strategies to create a positive learning environment. They design reasonable classroom accommodations, identify realistic alternatives, propose classroom management techniques, routines and rituals to promote positive behavior, and adapt assessments to meet learners' diverse needs. Students demonstrate understanding through case study analysis and lesson presentation.
Collaboration and Consultation Techniques
ESP 594 2 credit(s)
The course explores the concept of school and community working together as partners to support each other in a strong coalition. A school district serves several smaller communities in one, and rarely does a community act as a single entity. To establish and sustain community and school linkage is critical to an effective partnership. The course explores the core mission of public schools and creates an environment that helps young people learn and achieve at high standards. The community school approach supports young people’s academic, social, and interpersonal goals by creating an effective learning atmosphere. Schools are a microcosm of societal values and community philosophy that daily affects students’ lives. The power structure of a community — its formal and informal networks and the people in them — that makes things happen is studied.
Development of Young Children
ECE 600 3 credit(s)
An introduction to the child, from birth to age eight, as a learner with needs to explore and communicate, as well as to develop social-emotional competencies. Explanation of current themes/theories of child development is provided with special emphasis on understanding children’s developmental levels through childhood. Topics covered include: conception, heredity and prenatal development, infant development, the child in the family, toddlerhood and early childhood. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual Educational Plan is required. Observation in a childcare center or preschool setting is a requirement of this course.
Integrating Physical Ed. in Early Childhood and Elementary Education
ELE 594 1 credit(s)
This course reflects current thinking and practices in physical education for the classroom teacher. Emphasis is on the importance of quality physical education programs and to raise awareness of teachers combining their expertise and content to integrate with other disciplines.
Integration of Children's Lit. in Early Childhood & Elementary Curr.
ELE 620 3 credit(s)
This course introduces some of the best literature—children’s, young adult, adult and contemporary—and helps children become lifelong learners and readers. Students gain knowledge of the Massachusetts English Language Arts Curriculum Frameworks/Common Core Standards. Many genres of literature are explored, along with basic literacy elements and techniques including the necessary basics of the English language with emphasis on correct grammar, usage and composition. Lesson plans and models for teaching literature are presented. Candidates implement well-structured lessons that reflect knowledge of the essential elements of scientifically-based reading instruction, formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback, and questioning to support higher-order thinking. Pre-practicum hours of directed field-based training required.
Teaching Science & Technology in Early Childhood & Elementary Curr.
ELE 653 3 credit(s)
This course provides the knowledge, tools and methods for making early childhood and elementary science an exciting, hands-on learning experience for children. Educators learn how to develop lessons that address student experimentation and design techniques using readily available materials. Safe laboratory practices for the classroom are also addressed. A standards-based approach to science education is our template for lesson development, covering the major domains in science: life, physical, earth, inquiry-applied and engineering technology; and historical scientific discoveries in each area. Alignment of curriculum is emphasized; national benchmark standards in elementary science are also supported. Analysis of elementary summative science assessments, based on the National Science Standards is incorporated in the coursework. Pre-practicum hours of directed field-based training required.
Teaching Soc.Sci. Hist. & Multicul. Early Childhood & Elementary Curr.
ELE 656 3 credit(s)
This course prepares candidates to teach social studies that includes the multicultural contributions of the world. They gain a basis for researching issues in social studies and history that give their students more universal perspectives. The materials chosen are appropriate to the Massachusetts Curriculum Frameworks/Common Core Standards in history and social studies. Educators will gain the basic information and know the principles for teaching social sciences, history and geography as outlined in the Massachusetts regulations for educator licensure. Candidates produce and implement well-structured lessons that center of core disciplinary ideas in the K-12 social studies curriculum, utilize primary source materials, and reflect knowledge of formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback, and questioning to support higher-order thinking. Pre-practicum hours of directed field-based training required.
Mathematics Essentials
MAT 618 3 credit(s)
This course focuses on the essential components of algebra, probability and statistics. Major topics include: algebraic, linear and non-linear models; functions and graphs; collecting, organizing and displaying data; using appropriate statistical methods based on data; and applying basic concepts of probability theory to everyday situations. Observations of lessons in which any of these topics are taught would meet pre-practicum observational requirements for this course.
Teaching Numeric and Geometric Structures
MAT 623 3 credit(s)
This course covers the teaching pedagogy of the basic foundation of the mathematics curriculum in terms of its numerical and geometric structures. Major topics include: number sense, numeration, estimation, mental math, modeling operations using concrete objects, geometry, spatial sense and measurement. Pre-practicum hours of directed field-based training required.
Practicum (licensure students only)
5
Credits

Practicum Prerequisites

  • Pass all teacher tests required by the state for this license.
    Massachusetts: Communication & Literacy, Early Childhood, and Foundations of Reading (MTEL).
  • SEI605 Sheltered English Immersion (3 additional credits) or Mass. ESE-endorsed course or SEI MTEL.
  • Pass all required courses including Independent Learning Project.
  • Pre-Practicum — 75 hours in diverse settings (0 credit).

The practicum is guided and evaluated by a licensed/certified early childhood teacher  in the classroom and a Cambridge College early childhood supervisor. Practicum locations are subject to MA DESE regulations and must be approved by the program chair. Students are responsible for discussing options for practicum with the program chair.

SEI (Sheltered English Immersion) Content License Endorsement Course
SEI 605 3 credit(s)
This Sheltered English Immersion (SEI) Content License Endorsement Course is designed for educator licensure candidates in all core academic areas, to prepare them to address the needs, and build on the multilingual and multicultural assets, of a diverse and ever-changing student population in Massachusetts. The course is a key element of the Massachusetts RETELL initiative (Rethinking Equity and Teaching for English Language Learners). RETELL also includes statewide implementation of the WIDA ELD (English Language Development) standards, and the WIDA-ACCESS assessment tools. Participants will be introduced to ELD standard and WIDA tools, and will practice applying research-based SEI instructional strategies as they teach their content to English language learners (ELLs). They will also be introduced to a variety of professional growth opportunities to prepare them to extend their learning by making SEI the focus of professional practice within the new educator evaluation process.
Practicum: Early Childhood (preK-2)
ECE 790 3 credit(s)
This course includes a 14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.
Practicum Seminar: Early Childhood
ECE 791 2 credit(s)
ECE790 Practicum required concurrently. The seminar, based on the Professional Standards for Teachers in Massachusetts, provides opportunities for classroom experience and supports students' growth as they assume the teaching role. Candidates receive feedback on lesson plans, and develop instructional practice by analyzing case studies, engaging in role play and viewing of instructor-selected video tapes that depict examples of practice. Candidates upload required key assessments into an Exit Portfolio in TaskStream.

Senior Instructor

Adjunct Instructor

Pages

Admissions

  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs.

  • Admissions Office:
    1-800-829-4723
  • Application Form:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Program Requirements

Licensure Programs

  • MTEL Communications and Literacy Test
  • GPA of 3.0
  • Program Chair consultation and approval

Students may enter the College without having met the MTEL and GPA requirements. Enroll in the non-licensure program aligned with the licensure desired. When the MTEL test is passed and a GPA of 3.0 earned, seek approval to transfer into the licensure program.

Learn more about School of Education and licensure program admission requirements.

School Requirements

See Admissions Requirements for School of Education

 

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form 

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

International Students 

International students are accepted at Massachusetts location only, and need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.

 

Tuition

  • Credits for Licensure:
    42-45
  • Credits:
    37
  • Cost per credit hour:
    $533
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Health Insurance Fee:
    $2,938 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2017, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

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